The impact of feedback on metacognition: Enhancing in easy tasks, impeding in difficult ones

Luo, Tieyong; Liu, Cuizhen

doi:10.1016/j.concog.2023.103601

Cited by 1 publication

(1 citation statement)

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“…When individuals receive feedback on their performance, they are usually prompted to evaluate their understanding, identify areas for improvement, and adjust their strategies accordingly. This reflective process enhances metacognitive skills, such as monitoring and regulating cognitive processes, ultimately leading to more effective learning outcomes [ 23 , 24 ]. To provide a structured approach to understanding various learning formats in medical education the Interactive-Constructive-Active-Passive (ICAP) framework offers a valuable lens.…”

Section: Introductionmentioning

confidence: 99%

Interaction between overconfidence effects and training formats in nurses’ education in hand hygiene

Seidel-Fischer,

Trifunovic-Koenig,

Gerber

et al. 2024

BMC Nurs

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Background Undergraduate training in hand hygiene is a keystone of infection control. Several studies have shown overconfidence effects in hand hygiene practices, which can impair metacognition. We hypothesized that overconfidence might be prevalent in the early education stages of nursing students and that these effects could be reduced through frequent interactive learning formats, such as learning groups. Methods We conducted a multicenter cross-sectional questionnaire with 196 German nursing students, including general, surgical, and anesthetic nursing specializations. Results Overconfidence was observed in nursing students across all specialties and years of education. The cluster analyses showed three different types of learners: two characterized by overconfidence and one demonstrating justifiable confidence. Furthermore, the moderation analysis indicated that providing feedback and promoting metacognition regarding students’ learning achievements could mitigate overplacement, particularly through the frequent implementation of interactive teaching formats. Discussion Despite some limitations, these findings highlight the prevalence of overconfidence effects in nursing students, the presence of different learning profiles, and the importance of incorporating feedback within interactive learning formats concerning hand hygiene. Accordingly, educators need to be trained and supervised to deliver these learning formats and provide feedback to students effectively.

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Section: Introductionmentioning

confidence: 99%